David Petersen

I'm always astounded when I read about nursing education concepts that continue to return me to "what do I want the student to learn?" Remembering the focus of what we're doing is vital for best student outcomes.

I learned I'm more of a facilitator than teacher per se; I need to foster a learner- and student-centered environment instead of focusing on just presenting content.

I think it's important to ensure synchronos and asynchronous lectures are balanced to meet the outcomes and unique needs of the students in this covid environment.

After reading this module, I've decided I'm going to set up podcasting to allows the instructor and students to listen to one another, at the listener's convenience.

I think the concept of using multiple forms of evaluation is helpful for me, as it's usually summative multiple choice with a few SATAs to add rigor.

I like the concept of one-minute papers. It compels the student to be brief and gives the instructor insight into where each student, and the cohort, is at set points through the term.

I like the concept of scaffolding and I will use it in next term's course planning. It's a layered approach, which I use in theory, but hadn't applied it to the online environment.

The concept of scaffolding makes sense and I'll use it when laying out my next courses.

I had not considered the online environment, and the LMS, create a community that improves student outcomes. I will try to incorporate this concept by assigning tasks that engage students real-time rather than the static tasks I've been doing.

I like the definition of chunking, as it reinforces faculty's need to break up complex content into smaller components. I also appreciate the reminder that consistency in lessons, assignments, lectures, etc. helps students organize their studying.